Teaching Styles Learning Objectives: To be able to name 4 different teaching styles To be able to explain in which situations each style is advantageous

4 Different Teaching Styles Command style – the teacher makes all the decisions, no input from the learner. Reciprocal learning – learners in pairs, performer and observer. Observer gives feedback to the performer. Teacher still in control. Discovery learning – teacher sets the problem but the learner finds the solution either with help from teacher or on their own. Problem solving approach – teacher sets a problem and the learner finds a solution dependent upon their own qualities.

When to use each style? Choosing which teaching style to use depends on several factors including: The teacher – their knowledge and experience. The activity – how complex or demanding is the task or skill and is there any risk involved? The learner or learners – their level of skill, fitness, prior knowledge, age, experience and level of motivation. The learning situation – environment, size of group, equipment available, time available, etc.

Command Style The command style is advantageous when: The teacher has limited experience or confidence The activity is highly complex or has an element of danger (e.g. climbing) When the learners have no prior experience or are young When the learner lacks fitness or motivation When the learning situation is poor (large numbers, little equipment, limited time) If the environment is difficult (bad weather, dangerous conditions) The disadvantage of the command style is that it won’t develop understanding, restricts development, prevents learners from taking responsibility and means they can’t come up with a plan B.

Reciprocal Learning Reciprocal learning has the advantage over the command style as it gives the learner a more thorough understanding as well as developing confidence and communication skills. Reciprocal learning can be effective when: The teacher is more confident and knowledgeable If the skill is clear, easily observed and analysed If the learners are more experienced If the learners are motivated If the learners are mature enough to receive criticism When the learning situation is poor

Discovery Learning Discovery learning requires the teacher to have strong knowledge and confidence that the learners can work without direct intervention or control. Discovery learning works best when: There are a range of possible outcomes When the application of a skill requires decision making When the progression of a skill is clear and open to discovery When learners are engaged and motivated

Discovery Learning Discovery learning is not recommended when: the skill is highly complex there is an element of danger When learners are young/immature with short attention span When time is limited

Problem-Solving Approach The problem solving approach is based on the learner developing an understanding on why certain skills are important in a game. This can be done either in skills practices or a full game situation E.g. in a football game when there is a corner, stopping to ask ‘how do we score from here?’, or ‘how do we best defend this?’ The advantages and disadvantages are very much the same as for discovery learning.